T T T Y Y School

What Ofsted said

From the inspection on 24 June 2025

Pupils arrive happily each day and enjoy school. They make good friendships and show kindness and respect to others. Pupils are safe and well cared for. Staff get to know pupils and their families well. This contributes to the school's happy and welcoming ethos where all pupils are valued. Pupils behave well. They are keen to learn new things and want to do their best. Pupils do not achieve well enough in their secular studies. They do not learn a broad range of subjects. The curriculum does not help pupils to build their knowledge securely over time. Children in the early years do not reach a sufficient standard in English. Children do not learn to read using phonics in the Reception Year. The weaknesses in the quality of secular education mean that pupils are not well prepared for the next stages in their learning. Pupils learn about the world around them. They visit other schools to take part in singing and dancing activities. They enjoy visits out and about, including residentials. Pupils perform songs to residents in local care homes and raise funds for charities. Despite some strengths in the school's personal development offer, the school's programme for relationships and sex education (RSE) does not meet the statutory requirements for secondary-age pupils.

What the school should improve

• The secular studies curriculum offer is limited. Some subjects are not taught at all while others are taught only to one or two classes. Pupils are not taught a broad range of subjects. This leads to gaps in pupils' knowledge across the curriculum. The school must ensure that pupils are taught a broad range of subjects in their secular studies and achieve well.
• The curriculum is not sequenced coherently. It does not take into account what pupils have learned previously. This is particularly the case in English and mathematics. This means that subject content is disjointed and some pupils learn new things without having the prior knowledge they need to be successful. This affects how well pupils learn and remember content over time. The school should ensure that subjects are coherently sequenced so that pupils build their knowledge securely over time.
• Teaching does not routinely identify gaps in pupils' knowledge or misconceptions in their learning. This means that some pupils repeat errors or struggle with remembering important subject content. The school should ensure that teaching routinely identifies gaps in pupils' learning and addresses their misconceptions effectively.
• The curriculum in the early years is not implemented effectively. Children in the Reception Year are not taught to read using phonics. Teaching does not promote the different areas of learning well enough. For example, children do not benefit from a broad range of resources to support their learning. Children do not reach a good standard of English language. These weaknesses mean that children are not prepared for their learning in Year 1. The school should ensure that the early years curriculum is implemented effectively. It should ensure that children are well prepared for their learning in Year 1, particularly in English and in reading.
• Throughout the school, the range of reading books in the English language is limited. Including in the early years, pupils do not have access to a broad range of high-quality texts. This hinders pupils' learning. The school should ensure that pupils get the chance to read, enjoy and learn from a suitable range of high- quality texts in English.
• The school's RSE programme does not meet the statutory requirements for secondary-age pupils. It does not encourage age-appropriate respect for all people with the characteristics protected by law, for example in relation to marriage and civil partnership. This affects how well pupils develop an age- appropriate understanding of relationships and of the differences between people. The school should ensure that its RSE programme meets the statutory requirements for secondary-age pupils.
• The proprietor has not ensured that the independent school standards are met. The school does not meet some of the learning and development requirements of the early years foundation stage. The school's plans for improvement lack strategy and rigour. The school should ensure that the weaknesses identified at this inspection are tackled with the urgency and rigour needed to bring about improvements. The school should ensure that the independent school standards and the requirements of the early years foundation stage are met.

Read the full Ofsted report (opens in a new tab)